Teaching Analysis


Script: 


Content Knowledge and Preparation

This specific analysis is a recording of me working with a group of students during an independent study. You will see students pop in and out of the actual demonstration because it is not material they needed to review but either wanted to join in or only needed clarification on specific parts. This is a section of a dance that I choreographed at the beginning of the semester before the shown students were enrolled in the course and they have been behind in picking up the choreography up until this point so, we used the end of class today to review together. I am knowledgeable and competent in this demonstration I believe, because it's not only my choreography but I have had to teach this specific phrase many many times throughout this semester as we've done it a couple difference performances and have had to modify it every now and then. The lesson / demonstration itself is organized and cohesive however I am becoming increasingly aware of the distractions present in the environment. My biggest challenge this semester is learning how to handle classroom disruption, not necessarily from class member but from other students, the radio, hallway commotion, etc. This has become my absolute least favorite aspect of the job and this in this video I have become A) aware of how dysregulated I am when these happen and that definitely throw me off and B) because I become disoriented and in turn "zippy" trying to get back on track I have assumed that my students are also that way but in this video I see them continuing to practice when I have to step away, I see them engaging with each other to clarify the material, and when I'm ready to get back to it they're ready to go. These students are much more resilient in this aspect than I've given them credit for this year and that eases I think a lot of my own anxiety around disruptions and encourages me to not make such a big deal about them in my head and to just do my best to mentally / emotionally move in. 


Communication and Delivery Skills

I felt I started the demonstration with more enthusiasm than I ended with. I actually cut off the video because I felt like this was something I wasn't going to be able to use because it seemed as though I kept being pulled away (and I was runnin' out of storage). I decided to analyze this video in particular because it is a true representation of how a good amount of my classes look and feel - as much as I hate that. I don't feel this is the best teaching I've done however, in reflection - I'm not doing as bad as I feel. It feels impossible to control the entire learning environment at all times with a class this size and maybe this is an area where I just need to be okay not being in control the whole time. How realistic is it for students to be expected to be actively engaged and productive for the entire period, three times a week? Not very, in my opinion. I'm okay with the fact that this environment feel unstructured sometimes even though the students always have SOMETHING they can be working on. I give them that choice in how they choose to spend their independent time. It doesn't feel right to force control over this part of class ALL the time, though sometimes it is warranted. Through this demonstration you can hear me checking for understand every one to two 8 count phrases and this is where they have the opportunity to self evaluate and discuss as needed. When demonstrating, you can see them ask questions if I am un-clear or unsure but overall they soaked in the content quickly and this moved along as expected. When I didn't have to step away, I felt like I listened to the needs of the learners and responded appropriately. I always let them guide these small group learning sessions because it is purely for their benefit and progress. I make sure I know the material before I begin the demonstration so that they trust that I have all the right information (this is important because the choreography is sometimes not mine but it is still my responsibility to make sure they students feel comfortable performing it and that they are stage ready). My facial expressions are unexplainable... when I become frustrated with a student who was disrupting the class I did not show it on my face. I really try my best to keep my composure calm and approachable even if I'm feeling overwhelmed. Now in the actual teaching part, I just want to say that I am cracking up because naturally as a performer I have conditioned myself to always perform and "give face" because that's what we do and I've never seen proof that I am actively fighting that natural tendency and its actually HILARIOUS.


Student Engagement

As stated above, this was a small demonstration involving a small group of students who were probably feeling already behind.  They were engaged the entire duration of the demonstration and I even saw the celebrating themselves when they got something right (crying). They aren't wandering off, they work independently when needed, and they're in dialogue with me almost the entire time. 


Differentiation


Curriculum Implementation and Assessment

The students did achieve their objective by the end of instruction. By the next class period, they were able to perform the combination without me, on time, and were integrated into the formation with the rest of their class. Using accumulation in this format is effective for learning phrase work that the students have seen demonstrated before. In this case these students have seen and been exposed to this movement all semester. They already had an idea of the flow of movement and the learning was really just to clarify shapes and rhythm.


Classroom Management

Due to the nature of this demonstration being small group instruction, a small group of students had my attention and the rest of class was either working in small groups on their other piece or were hanging out in their social groups. As shown in the video, you can see various students entering the class, in and out. These are students who are not a part of this class period, they are stragglers who were sent from another classroom. As I stated earlier, this is the aspect of teaching that I struggle with the most. I am constantly fighting the battle of "open door policy" and students who have a habit of abusing that privilege as a way to avoid their own responsibility. I set in place some boundaries in place early in the semester to help mitigate this issue and it does help although it still isn't my favorite kind of disruption. In the video you see me raise my voice at a student (who is not my student and was just in my class) and shortly after one of my students states "Ms. Key, why did you yell at her like that"? THIS BROKE MY HEART! I was like, dang... did I really yell at her like that? I tried to shake it off and keep going but that comment alone, made me really question how I was handling myself at that point in the class and if I just needed to step back and let the stragglers be. After review, I don't think I sounded overly aggressive; I kept my professionalism but was stern and in my opinion that is what this situation required. This is a student who does not have a dance class yet, repeatedly skips her own classes to attempt to hang in the dance area. I think this class period in particular is probably not used to me using my teacher voice in this way (because I don't usually have to with them). Other than this, I felt everything went along as smooth as it could for the end of the class period.


Interpersonal Skills and Classroom Environment

I have a very positive relationship with my students. I know they trust and respect me because I have shown them that respect and trust are two-way streets. I feel that because I'm young, they view me as relatable and in turn - worthy of their authentic, emotional selves. I don't ask them to be anyone but who they are in the room and while yes, it might be easier to work with students who always show up as their best, brightest selves - that is not the kind of classroom environment conducive to authenticity and vulnerability which are valuable aspects to my content area. When I start the video, you can see students running up to the camera saying "we love Ms. Key!" - no, they were not bribed! Midway through the video you see a student checking herself out and throws up a couple of ~choice~ fingers. I think both of these actions speak to the rapport I've built with my students and how comfortable the feel being themselves in my studio. I harp on consent to touch from the start of the semester, which is a trauma-informed practice. You can't hear it too well but before I walk over to a student to help move them into the right position, I ask - "is it okay if I touch you" and her laugh and say "yes". It might feel silly to ask at this point in our relationships with each other but this is a habit I've built in the room as a community norm and everyone always always has the right to decline for any reason and there will be no questions asked. If I happen to forget to ask, because I'm human, the students are always VERY QUICK to inform me that I did not receive consent to touch and this is not because they don't want me to help them but because it's such a normal routine for us and I know they value having that level of agency in the learning environment.